1. Integrating Language, Culture, and Content for Developing
Global Competency of Chinese Learners Shuhan C. Wang, Ph.D. Mei-Ju
Hwang, Ed.D. Chiachyi Chiu, M.S. National Chinese Language
Conference April 13, 2012 Washington, D.C.1
2. Overview 1. Define global competency 2. Discuss the
relationship between global competency and the National Foreign
Language Content Standards (5Cs) 3. Share examples of how
standards- based Chinese curriculum and instruction can help
students develop global competency2 4. Q & A; reflection and
closure
3. Global Competency The capacity and disposition to understand
and act on issues of global significance Defined by the EdSteps
Project sponsored by Council of Chief State School Officers (CCSS)
in collaboration with Asia Society.
http://www.edsteps.org/ccsso/SampleWorks/ Matrices420.pdf3
4. Global Competency Matrix INVESTIGATE RECOGNIZE COMMUNICATE
TAKE THE WORLD PERSPECTIVES IDEAS ACTIONStudents Students Students
Studentsinvestigate the recognize their communicate translate
theirworld beyond own and others their ideas ideas andtheir
immediate perspectives. effectively with findings intoenvironment.
diverse appropriate audiences. actions to improve conditions.4
5. Develop and Implement Standards- based Curriculum and
Instruction 5Cs Communication Cultures Connections Comparisons
Communities5
6. Communities as Anchors: Contexts of Interactions (Wang,
2009) Global Communities Dominant Communities Ethnic Communities
& Chinese Schools Family , Neighborhood & Schools
Individual6
7. Cultures & Connections: Domains, Settings & Contexts
of Language Use (Wang, 2009) Professional domains Economic Reward
Purpose, context, and interactant Political Ideological &
identity Social Assimilative pressure to English Interpersonal
communication skills Chinese heritage schools Educational WL
classes in regular schools Chinese in immersion schools Basic
interpersonal communication skills7 Familial Limited registers
& content
8. What Kind of Chinese Is It? (Wang, 2009) Chinese global
varieties Chinese in the world HLLs vs. Native speakers Chinese in
the Chinese- Double bind identity Regional; e.g., China, Taiwan,
HK, speaking regions Singapore Chinese as a FL/ Interlanguage
Majority perspective WL varieties Ownership of the L & C
Chinese school/ Childrens own hybrid Local ethnic varieties
Chinese-American hybrid Intergenerational Familial varieties
Intimately acquired8
9. ComparisonsMethods of Inquiry: How Children Develop Critical
Thinking Skills (Wang, 2009) Communities Cultures Connections
Communication9
10. From Five Cs to Global Competency Language as a Tool for
Social Change: Communicate ideas Investigating Recognize the world
perspectives A tool of Knowledge investigation of the world10 Take
action Wang, 2011
11. Unit Plan Title: An Example Endangered Animals in China and
Taiwan Mei-Ju Hwang, Ed. D High School of Science & Technology
Springfield Public School, MA11
12. Global Issues Social Planet Sustainable Social Justice
Management Development Justice Economy Human Rights, Resources,
Poverty, Environment Poverty, Sources of Conflicts Hunger, Equal
Conservation, Trading and Energy and Control Educational
Preservation Business Opportunities of Species12
13. As Global Citizens We Are Responsible for the Planet (adopt
from the Grade 5 theme of Flying with Chinese)13
14. Enduring Understanding Students will understand that
effects of the environment can be both beneficial and dangerous on
living things; and that the actions of all living things on the
environment can also be beneficial or dangerous. (Adapted from
Grade 5 FWC)14
15. Essential Questions What are the causes that endanger the
environment? How can cultural practices affect the habitats of
endangered animals? How can citizens act to protect rather than to
endanger their environment?15
16. Grade Level: Grades 10-12 Proficiency Level: Novice
Mid-High Brief Description of the Unit Students learn about the
endangered animals in China and Taiwan, and the causes for their
extinction. They also discuss about possible solutions to protect
endangered animals.16
17. At the end of the unit, students can: Explain the causes of
endangerment in the environment to animals under study Identify
cultural practices that affect the habitats of endangered animals
Suggest actions that citizens may take to protect the environment
Search and verify answers online Make Power Point slides and
present their work to the class Engage in discussion about one
anothers work17
18. Connections to Other Subject Matters Science: animal
habitats Social Studies: geography, attitudes of civic action, law
and legislation for protecting the endangered animals English
Language Arts: connection of vocabulary, essay writing, etc.
Mathematics: percentage, money Technology: skills for online
research and making Power Point slide shows Arts: display the
information on the trifold in artistic way.18
19. Vocabulary & Key Expressions 19
20. Implementation of the Unit Method: Students use computers
to do research about the endangered animals in China and Taiwan.
Content: They (1) gather information about the habitat of the
endangered animals; (2) explain why these animals are disappearing;
(3) learn about the land and the people near the habitats; and (4)
how cultural practices affect the habitat of endangered animals.
Products: Students use PowerPoint to share what they learn to the
class.20
28. 5 Cs in Global Competency Matrix Comparisons: cultural
Cultures: cultural notion about animals perspectives &
practices Connections: geography &environmental sciences
Investigate the Recognize world perspectives Communicate Take
action ideas Communities: Suggest Communication: talk ways to
protect animals and about animal habitats, environment
endangerment, &28 protection
29. Another Example Chiachyi Chiu St. Andrews School
Middletown, Delaware29
30. Eat Locally, Think Globally: From Eating Rice to Fighting
Hunger Grade Level: 12th Grade, Level 4, Nov-High Enduring
Understanding: Students will understand that our actions can have
an effect on the environment that can be either beneficial or
dangerous. Essential Question: How can people act to protect rather
than to endanger their environment?30
31. Objectives: Students will be able to: 1. Communication :
talk about topics related to food consumed in their daily life. 2.
Cultures : understand Chinese notions that all products are results
of peoples hard labor, which deserves to be respected and not
wasted. 3. Connections : learning from social studies and science
on (1) growing rice; (2) identifying the cause and effect of waste
and pollution; and (3) suggesting strategies to counter the
negative impact on the environment. 4. Comparisons : conduct
research and present their findings about behaviors and
perspectives on the consumption of food as illustrated by a
sampling of Chinese and American population. 5. Communities :
involve family, school, and the community to engage in proper
consumption of food31
32. 5 Cs in Global Competency Matrix Comparisons: conduct
Cultures: Chinese research appreciation of products Connections:
social and and hard labor environmental sciences Investigate
Recognize the world perspectives Communicate Take action ideas
Communities: engage Communication: talk in food and energy about
food and proper campaign consumption of it32
33. I Can Statement At the end of this unit, students will be
able to: Investigate the world: (1) conduct research to investigate
the problem of hunger and waste; (2) make connections with
agricultural science and find out the distribution of rice in the
world Recognize Perspectives: Cultural ways of eating rice and
depicting rice in arts Communicate ideas: Talk about strategies for
reducing the consumption and waste of food Take action: change
their ways of eating and wasting food33
34. Thematic Webbing 34
35. Integrating language, culture, and content Using a poem to
introduce the topic and motivate students to think about the
relationship between products, practice, and perspective in Chinese
and other cultures35
45. Masoor Dal Paella Mexican Rice and Beans45 Khichdi Rice
Pudding
46. 46
47. 47
48. . 1857 48
49. 49
50. 50
51. 51
52. 52
53. Performance-based Assessment The Food Detectives project
Samples of students work Adapted from Flying with Chinese, Grade 5
Textbook53
54. 54
55. 55
56. 56
57. , 57
58. 58
59. Chiachyi Chiu St. Andrews School Middletown,
Delaware59
60. 5 Cs in Global Competency Matrix Comparisons Cultures
Connections Investigate Recognize the world perspectives
Communicate Take action ideas Communities Communication60
61. Discussions and Reflections Does this session help you to
think more about the connection between global competency and the
5Cs? Did this session help you generate new ideas for your class?
Do you have any comments or suggestions to us, the
presenters?61
